A Study for Learning Outcomes of the Project Course with Project-Based Learning on Vocational High School Level

• Main Authors: YANG, MENG-SHAN, 楊孟山
• Other Authors: LIN, YI-SHYUAN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/k9ce64

博士 === 國立臺北科技大學 === 技術及職業教育研究所 === 107 === The study aims to explore the impact of project-based learning on the learning outcomes of the project course. The research subjects selected a third-grade electronic group' student of a vocational high school in the north of Taiwan, including 15 control groups and 16 experimental groups. The experimental group (class) adopted a project-based learning teaching strategy, and the control group (class) adopted a traditional learning teaching strategy. Before the teaching, the pre-testing of the students' basic ability, learning style, problem-solving ability and problem-solving attitude is carried out. After the implementation of the teaching, the student's learning achievement, problem-solving ability and problem-solving attitude are post-tested, and the student's project are evaluated by the teacher. Finally, based on the data obtained, the results are analyzed and recommendations are made. The results of the study were analyzed by statistical methods such as mean, standard deviation, independent sample t-test, ANCOVA, two-way ANOVA, and paired sample t-test. The conclusions of the study are as follows: 1.The students of the project-based learning teaching strategy are significantly better than the traditional students who teach the teaching mode in the production of the project course. At the same time, the project-based learning teaching strategy has a greater impact on students' problem-solving attitudes. 2.The use of different teaching strategies did not reach significant differences in the learning achievements of the project course, and the relationship with the learners' learning styles was not obvious. However, further tests found that students with diverger learning styles achieved significantly better the production than students with assimilator learning styles. 3.There is no interaction between students with different learning strategies and different learning styles and learning outcomes. 4.After the students of the experimental group and the control group received different teaching strategies, their problem-solving attitudes were significantly different. There are also significant differences in the sub-items of problem-solving capabilities. On the whole, the project-based learning teaching strategy proposed in this paper is applied to the research of the project course. The experimental results prove that it can bring significant learning outcomes to the production of vocational high school students. Therefore, the recommendations can be promoted to relevant courses. In addition, future research can be conducted by middle school or high school students to verify whether their research results can be inferred to students of different academic systems.